Mattering in Early Childhood: Building a Strong Foundation for Life – Center on the Developing Child at Harvard University

Report on the Role of “Mattering” in Achieving Sustainable Development Goals

1.0 Introduction: Mattering as a Foundation for Lifelong Well-being

This report examines the concept of “mattering”—the intrinsic feeling of being valued and adding value—as a critical component for achieving global well-being and sustainable development. A strong sense of mattering, established in early childhood, is foundational to lifelong health, directly supporting the objectives of Sustainable Development Goal 3 (Good Health and Well-being). The development of this sense is influenced by a complex ecosystem of relationships and policies, indicating its relevance across multiple SDGs.

2.0 Core Principles of Mattering in Early Childhood Development

The establishment of a sense of mattering is a developmental process that begins in infancy. It is comprised of two primary building blocks, both essential for fostering positive outcomes aligned with SDG 4 (Quality Education) and SDG 3.

• Feeling Valued: The experience of being seen, understood, and cared for by significant others, which builds a secure foundation for mental and emotional health.
• Adding Value: The opportunity to contribute meaningfully to one’s family, community, and the wider world, which fosters a sense of purpose and agency.

Early interventions that cultivate these feelings can have a significant positive effect on an individual’s entire life trajectory, promoting resilience and well-being.

3.0 Policy Frameworks and their Impact on Sustainable Development Goals

Public policies and institutional programs are instrumental in signaling to individuals and communities whether they matter. The implementation of supportive policies is a direct mechanism for advancing several SDGs.

1. Paid Family Leave: Supports caregivers and promotes early childhood bonding, contributing to SDG 5 (Gender Equality) and SDG 8 (Decent Work and Economic Growth) by valuing the role of caregiving.
2. Housing and Nutrition Subsidies: These programs address basic needs and signal that the well-being of all citizens is a priority, directly advancing SDG 1 (No Poverty), SDG 2 (Zero Hunger), and SDG 10 (Reduced Inequalities).
3. Immigration Laws: Equitable and humane policies affirm the value and dignity of all individuals, reinforcing the principles of SDG 10 and SDG 16 (Peace, Justice and Strong Institutions).

4.0 Building a “Mattering Ecosystem”: A Multi-Stakeholder Approach

Creating an environment where children and their caregivers feel they matter requires a coordinated effort from all sectors of society. This “mattering ecosystem” is essential for building inclusive and resilient communities, as envisioned by SDG 11 (Sustainable Cities and Communities).

4.1 Key Stakeholders and Roles

• Caregivers and Early Care Providers: Serve as the primary source for a child’s initial sense of being valued.
• Educators: Foster environments where children feel they belong and can contribute, crucial for achieving SDG 4.
• Business Owners: Can implement family-friendly policies that support employees, thereby valuing the family unit and contributing to SDG 8.
• Policymakers: Have the responsibility to design and implement the systemic supports that affirm the value of every citizen, underpinning progress on all SDGs.

5.0 Conclusion and Recommendations

The concept of mattering is a powerful, actionable framework for advancing the Sustainable Development Goals. By focusing on policies and practices that ensure children and adults feel valued and have opportunities to add value, societies can foster greater health, equity, and well-being. It is recommended that policymakers and practitioners integrate the principle of mattering into program design and evaluation across sectors, particularly in health, education, and social protection, to accelerate progress toward the 2030 Agenda for Sustainable Development.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 3: Good Health and Well-being: The article’s central theme is the concept of “mattering” as a “key ingredient for lifelong well-being.” It explicitly states that fostering this sense in early childhood has an “outsized positive effect on children’s health and well-being across their lifespan,” directly connecting to the goal of ensuring healthy lives and promoting well-being for all at all ages.
• SDG 4: Quality Education: The article highlights the role of “teachers” and “early care providers” in building a sense of mattering. This supportive environment is fundamental to early childhood development and creating a foundation for effective learning and participation in education.
• SDG 10: Reduced Inequalities: The text mentions that policies concerning “housing and nutrition subsidies, to immigration laws” can send powerful signals about whether people matter. This directly relates to reducing inequalities by ensuring that all individuals, regardless of their background, feel valued and included in society.
• SDG 16: Peace, Justice and Strong Institutions: The article points to the role of “policymakers” and the impact of policies and laws on individuals’ sense of value. This connects to building effective, accountable, and inclusive institutions that create a societal framework where all citizens feel they matter.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 3.4: By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being. The article’s focus on “lifelong well-being” and the psychological importance of feeling valued from infancy directly supports the promotion of mental health.
2. Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education. The article is entirely focused on the importance of a child’s psychosocial environment in “early childhood” and the role of “early care providers,” which are foundational elements for quality early childhood development as described in this target.
3. Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status. The article implies that policies like “paid family leave,” “housing and nutrition subsidies,” and fair “immigration laws” are mechanisms for social and economic inclusion, making people feel they are a valued part of the community.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Implied Indicator for Target 3.4: The article does not name a specific quantitative indicator, but it implies the measurement of psychosocial well-being. The core concept of a “sense of mattering” in children and their caregivers could serve as a qualitative indicator for progress in promoting mental health and well-being.
2. Implied Indicator for Target 4.2: Progress could be measured by assessing the extent to which early childhood environments foster a “strong sense of mattering.” This aligns with the official indicator 4.2.1, which measures the proportion of children who are developmentally on track in health, learning, and psychosocial well-being.
3. Implied Indicator for Target 10.2: The article suggests that the existence and implementation of supportive social policies are themselves indicators of an inclusive society. Therefore, the adoption rates and coverage of policies such as “paid family leave,” “housing and nutrition subsidies” can be used as indicators to measure a society’s commitment to making its members feel valued and included.

SDGs, Targets, and Indicators Table

Source: developingchild.harvard.edu